SCHOOL OF GRADUATE STUDIES

Abstract

Teaching reading skills play an indispensable role in EFL learning as language inputs are received through all language skills like reading, listening, speaking, and writing. Thus, the main purpose of this study was to investigate teachers’ perceptions and practices of using reading phases during reading skills instruction at preparatory schools ‘grade 11 in West Guji Zone. For this purpose, a descriptive survey design with a quantitative approach was employed and a comprehensive sampling technique together with a lottery system random sampling technique was used to select the samples. Questionnaire and classroom observation were used to gather the data. The sample size was all 21 EFL teachers found in preparatory schools for questionnaire data and six EFL teachers for observation data. The data collected through these tools were analyzed using quantitative methods of data analysis. The study, then, revealed that EFL teachers in the preparatory schools of West Guji Zone have well perceived or understood teaching reading using the three reading phases in reading classrooms and they believed that as it has a vital role in contributing to students reading ability. However, the practice of teaching reading skills using reading phases was poorly implemented. It was suggested that primarily EFL teachers should equip themselves with the reading phases to teach reading skills and update their knowledge to perceive the importance of reading phases and experience of teaching reading skills. Secondly, all concerned bodies like government, such as West Guji Zone education department, universities equip the teachers with using reading phases skill and also cooperate to provide the different professional supports like short-term training in teaching reading skill at preparatory school